Tag Archives: cognition/learning/understanding

Delve (vi)

It’s Merriam-Webster’s Word of the Day today. It is also a very strong verb from Middle English, and a word that ought to be used in our schools more often. Hence this context clues worksheet on the verb delve. In the years I’ve been a teacher, students haven’t much delved into the world of ideas as skimmed its surface in preparation for high-stakes standardized tests. Maybe it’s time, especially in the second two years of high school, to ask students to delve into something.

In any case, this verb has a transitive use, excavate (i.e., dig) that Merriam-Webster now designates as archaic. However, intransitively, delve means, for our purposes, “to make a careful or detailed search for information” and  “to examine a subject in detail.” If you know delve and use it, I wonder if you find the verb rarely appears without the preposition into, which then has an object following it? He delved into the essays of James Baldwin.

(OK, delve, intransitively, also means “to dig or labor with or as if with a spade.” I don’t know if I’ve ever heard anyone say they were off to delve out the hog pen, so I left it alone.)

If you find typos in this document, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.

Term of Art: Acting Out

“Acting out: 1. In psychoanalysis, the enactment rather than the recollection of past events, especially enactments relating to the transference during therapy. It is often impulsive and aggressive, and it is usually uncharacteristic of the patient’s normal behavior. The concept was introduced by Sigmund Freud (1856-1839) in An Outline of Psychoanalysis (1938/40): the patient ‘acts it [the past event] before us, as it were, rather than reporting it to us’ (Standard Edition, XXIII, pp. 144-207, at p. 176). 2. A defense mechanism in which unconscious emotional conflicts or impulses are dealt with by actions, including parapraxes, rather than thought or contemplation. act out vb.”

Excerpted from: Colman, Andrew M., ed. Oxford Dictionary of Psychology. New York: Oxford University Press, 2003.

Term of Art: Elaboration

“The process of discussing or going over new information in order to form connections with familiar information, a process that helps memory and affects depth of processing. There is a great deal of evidence in support of the idea that the more details are processed and repeated, the more likely they are to be retrieved from long-term memory.”

Excerpted from: Turkington, Carol, and Joseph R. Harris, PhD. The Encyclopedia of Learning Disabilities. New York: Facts on File, 2006.

Term of Art: Hidden Curriculum

“hidden curriculum: What schools teach students by example and by their social organization, as opposed to the subject matter that they officially teach. For example, a school’s hidden curriculum might teach that boys are strong and undisciplined and girls are smart and well behaved; or that learning is something that is done to students rather than something that students must do for themselves; or that being popular is more important than being smart; of that societies are organized according to rules, that some of these rules are arbitrary, and that there are consequences for breaking the rules. Some of the hidden curriculum is good, and some of it is not. Some of what sociologists call the hidden curriculum is due not to socialization but to human nature. Like other large social organizations, schools need rules to function, and people need to learn what the rules are, when to follow them, and when it is appropriate to challenge them.”

Excerpted from: Ravitch, Diane. EdSpeak: A Glossary of Education Terms, Phrases, Buzzwords, and Jargon. Alexandria, VA: ASCD, 2007.

Term of Art: Cultural Literacy

“cultural literacy: Knowledge of the culture in which one lives–not only its vocabulary and idioms but also references to specific events, individuals, places, literature, myths, folk tales, advertising, and other ‘insider’ information that would be familiar to those who have lived in the culture but that would be unknown to those who have not lived in the culture. It is the unstated, taken-for-granted knowledge necessary for reading comprehension and effective schooling within a culture. The concept of cultural literacy was popularized by E.D. Hirsch Jr. in his best-selling book Cultural Literacy: What Every American Needs to Know. Critics claimed that it was elitist for anyone to attempt to define what everyone should know, but Hirsch contended that the teaching of cultural literacy was egalitarian because it had the result of breaking down social barriers and disseminating elite knowledge to everyone. Further, describing what constitutes cultural literacy within a given culture is an empirical, descriptive procedure, not a prescriptive one. The cultural literacy needed in Brazil or France of Thailand, for example, would be distinctive to those who live in that country. See also Core Knowledge (CK) program.”

 Excerpted from: Ravitch, Diane. EdSpeak: A Glossary of Education Terms, Phrases, Buzzwords, and Jargon. Alexandria, VA: ASCD, 2007.

Term of Art: Homonymic Clash

“homonymic clash: A clash between two homonyms, either of which could be used in similar contexts. A classic example is a posited clash in parts of southwest France between a word gat ‘cat’ derived from Latin cattus, and an identical form gat ‘cock,’ predicted by regular processes of sound change from Latin gallus. In fact, the second was replaced by other forms that changed or extended their meaning: faisan, historically ‘pheasant,’ vicaire ‘curate,’ and others. The explanation, proposed by Gillieron, is that these replacements avoided the misunderstandings that the clash would often have caused.”

Excerpted from: Matthews, P.H., ed. The Oxford Concise Dictionary of Linguistics. New York: Oxford University Press, 2014.

Term of Art: Teacher Talk

“Teacher Talk: A semi-technical term in educational research and applied linguistics for the characteristic (often simplified) style of speech of teachers. In general terms, this may be prompted by the social setting of the classroom, with repetition, rephrasing for the sake of clarity, and patterns of stereotyped interaction with learners, such as question, response, and evaluation. For teachers of English as a foreign language, speech may be slower and clearer than is usual, avoiding and minimizing elided usages such as must’ve/musta and ‘sno good y’-know, repeating the same thing in several ways, and using expressions particularly associated with education, classrooms, and textbooks.”

Excerpted from: McArthur, Tom. The Oxford Concise Companion to the English Language. New York: Oxford University Press, 2005.

Term of Art: Dyslexia

“Dyslexia: An impairment in the ability to read, not resulting from low intelligence. It was first described in 1877 by the German physician Adolf Kussmaul (1822-1902), who coined the term word blindness to refer to it. See also acquired dyslexia, alexia, attentional dyslexia, catalexia, central dyslexias, cognitive neuropsychology, deep dyslexia, developmental dyslexia, neglect dyslexia, phonological dyslexia, spelling dyslexia, surface dyslexia, visual word-form dyslexia. Also called alexia, hypolexia, and word blindness. See also reading disorder, strephosymbolia. Compare hyperlexia. Dyslexic adj.”

Excerpted from: Colman, Andrew M., ed. Oxford Dictionary of Psychology. New York: Oxford University Press, 2003.

Aldous Huxley with Some Good Advice for Our Time

“Facts do not cease to exist because they are ignored.”

Aldous Huxley

Proper Studies “A Note on Dogma” (1927)

Excerpted from: Schapiro, Fred, ed. The Yale Book of Quotations. New Haven: Yale University Press, 2006.

Term of Art: Syllogism

“Syllogism: (Greek “reckoning together”) Deduction, from two propositions containing three terms of which one appears in both, of a conclusion that is true if they are true. A stock example is: All men are mortal; Greeks are mortal; so all Greeks are mortal. ‘Men’ is the middle term. ‘Mortal,’ the second term in the conclusion, is the major term and the premise in which it occurs is the major premise. ‘Greeks’ is the minor term and its premise the minor premise.”

Excerpted from: Cuddon, J.A. The Penguin Dictionary of Literary Terms and Literary Theory. New York: Penguin, 1992.